Ed 673 School Culture Scenarios

1393 words 6 pages
ED 673 School Culture | Follow-Up #2 | Scenario Responses | | Nan Kane | 0/29/2013 |


Scenario #1:
Part A: Description of School Culture Issues The key school culture issue in scenario #1 is that the team is an interdisciplinary team that is not function as such. They have been together for six years and works like a “well-oiled machine. It is obvious that the team has worked through the four stages of group development because they have addressed the social, emotional, and developmental needs of their students. The team has the cornerstones for effective collaboration and teamwork People, Task and Process (Conzemius and O’Neill, 2002). They have the leadership, commitment, knowledge, and skills. The team has
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At this stage the team tends to be energetic, creative, and fun (Gordon, 2013). The team holds high expectations for their performance. They will complete their task of coming up with lessons that integrate instruction. It is often difficult to identify the leader at this stage. The Norming and Performing stages are the Process cornerstone of productive collaboration. When People, Task, and Process are attended to and working in synergy you will have productive collaboration (Conzemius and O’Neill, 2002). Scenario #3:
Part A: Description of School Culture Issues The key school culture issue in scenario #3 is the need for a school-wide behavior plan and the teachers seeing student behavior as a series of rules and punishments and do not connect it to effective and engaging instruction. DuFour and Burnette (2002) compare school culture to a garden. To have a strong and healthy school culture you must weed out the bad culture, including the unwillingness to accept responsibility. The teachers need to accept the responsibility of student learning and stop passing it off solely to the students (DeFour & Burnette, 2002).
Part B: Immediate Action For immediate action to be effective information power must be used to create cognitive dissonance. Staff members must be given knowledge to contradict their assumptions that student behavior and effective instruction are not connected (DuFour & Burnette, 2002). We need to have a professional


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